Welcome to Mr. Waugaman's Page

My name is Mr. Andrew Waugaman. I am part of the Science Department at Tidioute Community Charter School. I am the instructor for 7th and 8th Grade Sciences. I also offer general/elective science class such as Earth,Physical and Wildlife. I attended Clarion University of Pennsylvania where I obtained a Bachelors of Science in Education and a minor/concentration in athletic coaching. I also earned my Masters degree in Education with a concentration in Secondary Science Education from Clarion University of Pennsylvania When I am not working with today's youth I spend my time in the great outdoors improving my knowledge of the natural world. I enjoy hunting, fishing and mountain biking. If you would like to know more about me or about my classes I can be reached by calling the school and leaving a message in my voice mail box.

We at Tidioute Charter School are continually examining the stages of scientific inquiry which have been developed and refined at our school since its inception to add regularity of approach and configuration to efficient investigation. These methods of instruction are; stimulus, curiosity, inquiry, initial investigation/observation, initial perception, initial hypothesis, experimentation, observation and recording, drawing conclusions, evaluation of initial hypothesis, formation of new hypothesis and re-experimentation, are perceived as a sequential flow of inquiry. We as a group of science educators incorporate this model in our instruction. Using this model allows the students to learn using an inquiry approach. This allows the students to make discoveries and answer questions on their own. Making their discoveries and answering the questions on their own, allows the students to play a major role in the educational environment. By doing this the students are given a chance to take ownership in their education. We as a science department speak with our students as they use this approach, not at them, making the student feel more at ease in the classroom environment. Also, this gives the students more of the instructors’ attention. However, in reality, the approach is less well defined, due to variations necessary to accommodate fluctuating requirements. The degree and distance attainable within the stages are directed by the abilities of the individuals involved. This allows the approach to be differentiated for the learner. If the procedure of scientific inquiry is too prescribed, the students will follow the process, but do not essentially learn the concept. By allowing there to be an infinite number of ways to ask questions and discover answers, the instruction does not drive the students the students drive the instruction. To advance learning, it is essential that the students here are capable of understanding scientific concepts. These methods of instruction align themselves with the mission of our school.